Abstract
Data were examined for 223 pupils in two school districts referred for an initial psychoeducational evaluation because of a suspected learning disability. A multidisciplinary team judged each pupil to be either learning disabled (LD) or non-learning disabled (non-LD). The psychometric profiles of the LD and non-LD pupils were examined through MANOVA and discriminant-analysis procedures. Comparisons across LD status, district, and age variables indicated that only severity of academic underachievement consistently differentiated the LD and non-LD pupils. In addition, in one district the younger LD children were indistinguishable from the younger non-LD children. Comparisons across districts revealed that the LD children's profiles differed despite the use of identical eligibility criteria in both districts. Implications for evaluation of referred students are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
